TEACHING

NUMBER AND
NUMBER
SENSE (7-10)

JENILYN E. SAMACO
 Number Sense

A “good intuition about numbers and their

relationships. It develops gradually as a result
of exploring numbers, visualizing them in a
variety of contexts, and relating them in ways
that are not limited by traditional algorithms”
(Howden, 1989).
 Number Sense

– T h e NCTM Standards call for students in Pre-K through grade 2

to understand numbers, be able to represent them in different ways
and explore relationships among numbers. Flexible thinking
with regard to numbers should continue to be developed as
students in the upper grades work with larger numbers, fractions,
decimals, and percent. But number sense development must begin
in kindergarten, as it forms the foundation for many ideas that
follow.
 Number Sense

–  Number sense refers to a person's general understanding of

number and operations along with the ability to use this
understanding in flexible ways to make mathematical judgments
and to develop useful strategies for solving complex problems
(Burton, 1993; Reys, 1991).
 Number Sense

This strand focuses on students’ understanding of numbers

(counting numbers, whole numbers, integers, fractions, decimals,
real numbers and complex numbers), properties, operations,
estimation and their applications to real-world situations. The
learning activities must address students’ understanding of relative
size, equivalent forms of numbers and the use of numbers to
represent attributes of real world objects and quantities.
General Objectives:

• Read, write and understand the meaning order and

relationship among numbers and number systems;
• Understand the meaning, use and relationships between
operations on numbers;
• Choose and use different strategies to compute and
estimate.
It is in high school that much of mathematics is formally introduced. High
school mathematics prepares students for university and college as well
as provides them with the comprehensive set of mathematical concepts
and skills that they need should they decide to find employment right
after year 10 or 11. At these grade levels, the mathematics taught is
formal, highly structural, highly symbolic and high level.
Content Strands and Sub-strands for
Number and Number Sense
– Counting Numbers/ Whole Numbers
– Fractions
– Decimals
– Percent
– Ratio and Proportion
– Integers
– Rational Numbers
– Irrational Numbers
– Real Numbers
 Mastery
– Counting Numbers/ Whole What can we do?
Numbers - Good motivation
– Fractions - Incorporate
– Decimals technology if possible
– Percent - Group/peer Activities
– Ratio and Proportion - Games
- Worksheets
Formal Introduction
Reinforcement

– Integers What can we do?

– Rational Numbers - Good motivation

– Irrational Numbers - Use visuals
- Make connections
– Real Numbers - Use assessments
- Focus on strategies
- Cooperative learning
- Exposition Method
- Games
– Laboratory approach (Learning by doing)
- Guided discovery
- Problem solving
“Success in Math does not depend on how
many answers you know, but by what you
do when you don’t know the answer.”

Thank You !!